Journal articles: 'Games and toys'

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Kabapinar, Yucel. "The implementation of oral history on child games and toys: Computer games versus hand-made toys." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 431–38. http://dx.doi.org/10.18844/gjhss.v3i1.1800.

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Ruggiero, Mark. "Toys, Games, and Media." Journal of Developmental & Behavioral Pediatrics 27, no. 5 (October 2006): 419. http://dx.doi.org/10.1097/00004703-200610000-00012.

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Thalava, R. "Toys and potentially lethal games." Archives of Disease in Childhood 90, no. 4 (April 1, 2005): 372. http://dx.doi.org/10.1136/adc.2004.068353.

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Smirnova, E. O. "Modern Toys: Risks and Dangers (Materials from the Workshop at the MSUPE Center for Play and Toys)." Cultural-Historical Psychology 12, no. 2 (2016): 86–89. http://dx.doi.org/10.17759/chp.2016120209.

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The article presents the seminar which is based on the “harmful” toys. This seminar was organized in the Centre of games and toys in MSUPE. The theme of the seminar is linked with the requirements of the public and parental controls to restrict the production and sale of these toys which can harm the mental health and the development of children. The discussion was attended by the leading child psychiatrists, psychotherapists and psychologists. They discussed the issues that were associated with the risks and hazards from the toys, and the possibility of studying the potential harmful effects of toys. All participants of this discussion were agree with this fact, that a toy itself cannot harm a mental health, while at the same time, a toy (along with cartoons, multimedia, games and so on.) takes part in the formation of certain needs and views of children. This workshop demonstrated the complexity of the problem and the necessity for its further development.

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Tracy, Dyanne M., and Mary S. Hague. "Toys ‘R’ Math." Mathematics Teaching in the Middle School 2, no. 3 (January 1997): 140–59. http://dx.doi.org/10.5951/mtms.2.3.0140.

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Play is children's work: “… play, games and cognitive development are functionally related” (Sutton-Smith 1971, 258). Children eveywhere, in every time period, from every culture and economic class enjoy playing with toys. Toys are learning tools; whether handmade or commercially produced, they help children prepare for their adult lives. Children's toys are frequently small-scale representations of objects from the adult world.

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Luxon, L. M. "Toys and games: poorly recognised hearing hazards?" BMJ 316, no. 7143 (May 16, 1998): 1473–80. http://dx.doi.org/10.1136/bmj.316.7143.1473.

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Kezia, Regina Angelica, Mugijatna Mugijatna, and Wakit Abdullah Rais. "The Effect of Globalization and Modernisation on Selling Power Decrease of Toys Street-Seller in the City." International Journal of Multicultural and Multireligious Understanding 5, no. 4 (May 6, 2018): 249. http://dx.doi.org/10.18415/ijmmu.v5i4.268.

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This research studies several toys street-seller in the city, whose data is obtained through electronic paper media. This research has a purpose to describe how globalization and modernisation contribute to the decrease of appeal towards toys, which are sold in the street. The method used in this research is qualitative method. The theory used is the theory of William Ogburn concerning the culture barrier and subject of modernisation. The result of this research shows that the main cause of decrease of appeal towards toys street-seller is due to dispersion of mobile games because of globalization and modernisation, besides the intricate regulations on toys standard which caused the high price tag on toys which are sold on the street, that resulted in the proliferation of mobile games.

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Oncu, Elif Celebi, and Esra Unluer. "Preschooler's Views About Gender Related Games and Toys." Procedia - Social and Behavioral Sciences 46 (2012): 5924–27. http://dx.doi.org/10.1016/j.sbspro.2012.08.006.

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Nawrot-Borowska, Monika. "Zabawy i zabawki dziecięce w drugiej połowie XIX i na początku XX wieku – wybrane problemy z wykorzystaniem grafik z epoki." Biuletyn Historii Wychowania, no. 30 (February 8, 2019): 65–88. http://dx.doi.org/10.14746/bhw.2013.30.5.

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Games and children’s toys in the second half of the nineteenth and early twentieth centuries – selected aspects of using graphics from the periodThe aim of the article is to present aspects of selected games and children’s toys in the second half of the nineteenth and early twentieth centuries. The inspiration for the consideration will be graphics from the press and (mainly children’s) literature of the period, accompanied by a description of the games and toys presented in them. The sources providing the graphics will be educational literature and guides, and guides to the health and hygiene of children and teenagers. These texts can be useful in studying history, whether in the classroom or during seminars on the history of education

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Smirnova, Elena O. "Play and Toy in the frame of Cultural-Historical Psychology." Revue internationale du CRIRES : innover dans la tradition de Vygotsky 4, no. 1 (September 21, 2017): 187–94. http://dx.doi.org/10.51657/ric.v4i1.41002.

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The intention of this paper is to show the speciﬁc of L. S. Vygotsky’s approach to child play and toy as the tool of play. Vygotsky paid special attention to pretend play the essence of which consists in a divergence of the imagined and real situation. Such play promotes the development imagination, thinking, self-control, voluntary behavior, self-awareness, social interrelationship, emotional intelligence. The main tools of a children play are toys. Functions and characteristics of toys are presented. It is indicated that the good toys should be open for various actions and the ideas of the child. However the majority of modern toys are equipped with technical devices which don’t allow the child to show his/her own activity. Playing with such toys comes down to a putting buttons that unlike a pretend play doesn’t develop the abilities in the child. Tech toys, and electronic games present a new developmental situation and it is necessary to study the impact this kind of activities have on the development of young children. In the last part of article criteria of psychological examination of toys are presented.

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Nhi, Vu Hong. "Folk Toys and Games for Children: Cultural Heritage of Vietnam." International Journal of Social Sciences and Management 4, no. 4 (October 30, 2017): 223–31. http://dx.doi.org/10.3126/ijssm.v4i4.18473.

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Folk toys and games are elements of folklore, created by the people, which contain tangible and intangible cultures of profound value from various communities, regions, or countries. In this article the author analyzes the importance of the role of folk toys for children in educating them about their traditional culture, creative and aesthetic values, and promoting personal skills as well as community cohesion. Folk toys also contribute to the economy of many trade villages, thereby contributing to social and economic development.Int. J. Soc. Sc. Manage. Vol. 4, Issue-4: 223-231

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Mihalache, Cătălina. "Toys between the Ludic and the Pedagogical Perspective in Late 19th Century Romania." PLURAL. History, Culture, Society 9, no. 1 (May 28, 2021): 11–30. http://dx.doi.org/10.37710/plural.v9i1_2.

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The paper proposes to identify what the 19th century brought as novelties in the “life” of toys, seen as items dedicated explicitly to children; I have focused, naturally, on the Romanian case. By correlating the accounts to which I had access, I was able to outline certain evolutions in the manufacture, use, purchase, and characteristics ascribed to toys in that period. I have noted, first of all, the social differentiation in terms of toy consumption. The lower classes – defined by their views of childhood, material resources and well-delimited systems of gratification/rewarding – used more or less the same games and toys. Wealthier classes recorded a more diversified consumption, with urban influences, while the children of the elites became increasingly familiar with the offers of the Western world, brought directly from the source or just copied here. Another highlighted aspect is the increase in standardisation and even the industrialisation of toy production.

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Jackson, Kathy Merlock. "Dictionary of Toys and Games in American Popular Culture." Journal of American Culture 28, no. 1 (March 2005): 136. http://dx.doi.org/10.1111/j.1542-734x.2005.160_9.x.

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Susanti, Santi, and Yuni Nurtania. "PERANCANGAN PESAN KOMUNIKASI KOMUNITAS HONG DALAM SOSIALISASI MAINAN DAN PERMAINAN TRADISIONAL SUNDA." Jurnal The Messenger 9, no. 2 (July 26, 2017): 219. http://dx.doi.org/10.26623/themessenger.v9i2.485.

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Hong Community as study center of traditional toys in West Java was formed with the intention of preserving traditional toys and folk games in West Java. As part of the effort to introduce traditional toys, especially to children. This study aims to identify and analyze the process of designing communication messages in the community of Hong in connection to the effort of socializing folk games and traditional toys in West Java. This study evolved five groups of communication target of Hong Community: the public, the government, fellow community members, working partner, the sponsors. The designing process of community communication that Hong Community uses to address its target audience, can be divided into 5 (five) stages as follows: (1) to define communication goals, (2) to identify the target audience, (3) to define the management system of communication event, (4) preparation of facility and infrastructure, and (5) message delivery.

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Kabacińska-Łuczak, Katarzyna, and Monika Nawrot-Borowska. "Wymarzony prezent pod choinkę. O zabawkach świątecznych w literaturze i czasopismach adresowanych do dzieci II połowy XIX i początku XX wieku." Studia Edukacyjne, no. 49 (September 15, 2018): 77–105. http://dx.doi.org/10.14746/se.2018.49.6.

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Timeless attributes of children’s games, i.e. toys, have been made the subject of research. The authors focus on the toys received by children from Polish families during Christmas. The aim of these analyses is therefore to characterise Christmas children’s toys presented in two types of sources intentionally addressed to children: children’s literature and press. The research covers the second half of the 19th century and the beginning of the following century. The article in its subject matter refers to the Authors’ earlier research on Christmas toys and is in line with the ever developing trend of research on toys from the historical and pedagogical perspective.

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Chernaya, M. P., and S. F. Tataurov. "Children’s Games in the Sociocultural Space of a Siberian Town: Historical and Archaeological Context." Archaeology, Ethnology & Anthropology of Eurasia 47, no. 2 (June 26, 2019): 84–92. http://dx.doi.org/10.17746/1563-0110.2019.47.2.084-092.

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This article describes a collection of toys from a manor in the medieval town of Tara, the Omsk Region, in a broad historical context. We focus on the spatial arrangement of toys on the manor’s plan, evidencing the overlap of the adult’s world with that of children, which is relevant to the development of children’s self-awareness and socialization through play. Games are an active form whereby children organize their space within the adults’ world and after its pattern. Toys help them assert themselves and “inhabit” the domestic world of the manor. The children’s presence in the space of the house, that of the estate, and that of the town is marked by various toys, such as mock weapons, balls, whistles shaped like birds, tiny dishes, knucklebones, svaikas (sharpened iron rods, which, when thrown, were meant to stick in the ground inside iron rings), small knives, etc. The reconstruction of children’s games within the excavated manor can be projected onto the entire town, since homesteads were the main habitats. Children belonging to various social classes played inside houses, in backyards, pastures, and areas between the estates. Because the living zone was mastered through play, games played an important role in the organization of the town’s socio-cultural space. As the children grew, their space expanded beyond the family limits.

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Benton, Bond H. "Gender, Games, and Toys: Role Communication and Socialization through Play." Communication Teacher 27, no. 3 (July 2013): 141–45. http://dx.doi.org/10.1080/17404622.2013.782416.

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Voldina, T. V. "«Intellectual» games numӑs junt / nomt joŋil as one of the directions of the game culture of the Ob Ugrians." Bulletin of Ugric studies 11, no. 1 (2021): 149–57. http://dx.doi.org/10.30624/2220-4156-2021-11-1-149-157.

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Introduction: the article considers the system of Ob-Ugric games developing memory and thinking. It includes competitive entertainment using sticks, planks, cubes, puzzle toys, and rope-weaving existing in the traditional culture of the Khanty and Mansi peoples. The material on the game culture of the Nenets in a comparative aspect is also given as evidence of close Ugric-Samoyedic intercultural ties, Objective: to present a complex of the main types of traditional Ob-Ugric intellectual games as one of the directions of the game culture of the Khanty and Mansi people; to present their classification. Research materials: oral reports of informants and data from published sources. Results and novelty of the research: the author has collected, described, systematized and for the first time comprehensively presented material on traditional Khanty and Mansi games and toys that develop mental abilities. The typology of this type of games is developed. The work also touches upon the problems of actualization of the game culture of the Ob Ugrians and the reconstruction of forgotten games and considers Ugric-Samoyedic parallels.

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Crawford, Garry, and Victoria Gosling. "Toys for Boys? Women's Marginalization and Participation as Digital Gamers." Sociological Research Online 10, no. 1 (June 2005): 46–56. http://dx.doi.org/10.5153/sro.1024.

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This paper develops out of ongoing research into the location and use of digital gaming in practices of everyday life. Specifically this paper draws on a questionnaire based survey of just under four hundred undergraduate students and twenty-three follow up interviews. This paper suggests that the women in this research play digital games significantly less than their male counterparts, and suggests that this is largely due to digital games continuing to be viewed, both culturally and by the gaming industry, as belonging to men. However, this paper suggests that for some women video and computer gaming can be an important social activity, and for others mobile telephone based gaming can offer a less restricted and more accessible leisure activity.

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Abdi, Abdo Sulaiman, and Nadire Cavus. "Developing an Electronic Device to Teach English as a Foreign Language: Educational Toy for Pre-Kindergarten Children." International Journal of Emerging Technologies in Learning (iJET) 14, no. 22 (November 29, 2019): 29. http://dx.doi.org/10.3991/ijet.v14i22.11747.

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This Educational toys are important in early child development and motivate children to learn language. Numerous digital toys are now available in the children’s educational toys market to help children learn foreign languages. However, a number of such technologies are expensive and the quality of usability is not at an acceptable level. The aim of the study is to develop a cost-effective, sustainable and danger-free educational toy for pre-kindergarten children aged between 4-5 years old to teach English as a second language in developing countries. This toy has been developed with Raspberry Pi and makes use of the RFID technology. The experiment in this research was conducted with 20 pre-kindergarten children for four weeks under the supervision of 14 teachers, using five games of the developed toy testing the pre-kindergarten children’s learning of alphabet, words, colors, shapes, and numbers. A design-based research model with an innovation design method utilized during the development stage of the toy. Quantitative and qualitative methods were used to evaluate the developed toy. The results of the experiment showed that the developed toy is user-friendly, and the pre-kindergarten children were enthusiastic about playing with it and learning was enjoyable. Also, the results showed that the developed toy can be suitable for use as an educational toy for pre-kindergarten children to teach English as a second language. The educational toy developed by the researchers will be beneficial for those who wish to teach English to pre-kindergarten children such as administrators, teachers and parents in developing countries.

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Sokolova, M. V., and M. V. Mazurova. "Characters of Modern Animated Series in Games and Toys of Preschool Children." Cultural-Historical Psychology 11, no. 2 (2015): 80–85. http://dx.doi.org/10.17759/chp.2015110208.

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The paper presents a comparative research on how preschool children play with various modern cartoon character toys. Three popular animated series were used in the research: "Winx", "Spider-Man" and "Pettson and Findus". One series of each was previously analysed in terms of micro-plots, descriptions of the main char¬acters and their actions etc. The children watched the series, one at a time, and were then invited to play with its character toys. The outcomes of the research indicate that the series with plots and characters appropriate for preschool age (such as "Pettson and Findus") promote longer and richer periods of play activity as compared to the series addressed to children of older age. Children tend to take the role of the main character more frequently if s/he is of about the same age (irrespective of sex); they reproduce familiar and clear plots and engage themselves in longer periods of meaningful play. The outcomes also show that the effect of the animat¬ed series on the children's play depends on the quality and content of the animations, on their correspondence with the specifics of preschool age as well as on the quality of the character toys.

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Hancock, David. "The role of toys and games in helping children reach their milestones." Journal of Health Visiting 9, no. 1 (January 1, 2021): 22–28. http://dx.doi.org/10.12968/johv.2021.9.1.22.

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Play is enshrined in the UN Convention on the Rights of the Child and is an important way in which children learn. This article investigates how toys and games facilitate development, and which are best for mastering a range of skills

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Bekker, Tilde, Caroline Hummels, Sam Nemeth, and Philip Mendels. "Redefining toys, games and entertainment products by teaching about playful interactions." International Journal of Arts and Technology 3, no. 1 (2010): 17. http://dx.doi.org/10.1504/ijart.2010.030491.

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Bastiansen, Carly, and Jennifer Wharton. "Getting Ready for Play! Toy Collections in Public Libraries." Children and Libraries 13, no. 4 (December 7, 2015): 13. http://dx.doi.org/10.5860/cal13n4.13.

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Looking for a lively way to enhance early literacy services at your library? Hoping to increase circulation, community engagement, and fun in the children’s section? Consider adding circulating toys, games, puppets, and puzzles to your children’s collection.

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Fiedler, Klaus. "Tools, Toys, Truisms, and Theories: Some Thoughts on the Creative Cycle of Theory Formation." Personality and Social Psychology Review 8, no. 2 (May 2004): 123–31. http://dx.doi.org/10.1207/s15327957pspr0802_5.

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Theory creation underlies the basic laws of evolution, calling for both random variation (loosening) and critical selection processes (tightening). Theory construction requires support of both components. However, whereas psychology has created a refined methodology for the tightening stage, attempts to understand the loosening stage of the creative cycle are conspicuously missing. I propose that both aspects of the creative cycle of theory formation can be acquired and exercised playfully, through distinct loosening and tightening games. I outline the rules of these games and illustrate them with examples from contemporary research.

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Dori, Nitsa. "Children’s Toys and Games during the Shoah, as Reflected in Five Hebrew Books." Journal of Education and Training Studies 8, no. 5 (March 13, 2020): 17. http://dx.doi.org/10.11114/jets.v8i5.4763.

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The article will discuss games and toys connected to transmitting the legacy of the Shoah, as reflected in five Hebrew stories: Hadubi shel Fred [Bear and Fred: A World War II Story] by Iris Argaman, Grandpa's Third Drawer: Unlocking Holocaust Memories by Judy Tal Kopelman, Bubah me’erets aheret [A Doll from Another Country] by Ofra Galbert Avni, Hasodot shel savtah [Grandma’s secrets] by Ayana Friedman-Wirtheim, and Kaleidoscope by Hava Nissimov. The article will depict the toys found in the books as exhibits for transmitting the legacy of the Shoah, as visual symbols that are also sociocultural objects, as a means of survival for children during the Shoah period, and as relators of a narrative that is passed on from one generation to the next. The article will also discuss the illustrations that accompany the text as contributors to their visual symbolic language.

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Luparenko, Svitlana. "Children’s Game Library as a Unique Extracurricular Educational Establishment in the USSR (The Middle of the 20^th Century)." International Letters of Social and Humanistic Sciences 67 (March 2016): 27–32. http://dx.doi.org/10.18052/www.scipress.com/ilshs.67.27.

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The article reveals the history of emergence and work of children’s game libraries in the USSR in the middle of the 20th century. The first children’s game libraries, which were educational establishments where children could come and play different games, using various game and sport equipment free of charge, appeared in the 1930th and became wide spread in the USSR in the 1930th – 1950th. Children’s game libraries had different tasks of their work (organizing children’s cultural leisure time, increasing the educational and political levels of children’s games and entertainments which were conducted in schools, summer camps and extracurricular educational establishments). They also had different directions of their work, namely: organizational, methodic, educational, experimental, instructive and consultative directions. It has been shown in the article that children’s game libraries had great results of their work (they involved a lot of children and adults in their activities; the network of children’s game libraries began to grow; a lot of new toys and games were created and produced by them). However, children’s game libraries faced certain difficulties in their work, namely: absence of own premises of children’s game libraries, lack of enough support for their activities by some educational institutions and teaching staff, lack of the required amount of toys and games, insufficient instructive and publishing activities of children’s game libraries.

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Patel, Jayesh D., Rohit H. Trivedi, and Jignasa Savalia. "MGA Entertainment, Consumer Entertainment Products Company: Marketing Strategies for ‘Bratz’." South Asian Journal of Business and Management Cases 4, no. 2 (December 2015): 226–39. http://dx.doi.org/10.1177/2277977915596257.

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Toy industry in the US is product driven and full of challenges. This case presents an overview of the California-based Micro Games of America (MGA) Entertainment, which is a consumer entertainment products company, engaged in innovative lines of proprietary and licensed products including toys and games, dolls, consumer electronics, home decor, stationery and sporting goods. It had more than 200 licences. In 2001, MGA launched a fashion doll called ‘Bratz’, and it sold 150 million Bratz dolls all over the world. Bratz line surpassed the legendary brand ‘Barbie’—Mattel, Inc.’s flagship brand—in a short span of time through many innovative marketing strategies and different product placement, roll-outs, tie-ins and other promotional tactics, despite facing many challenges, such as, fast-changing demographics, shorter product life cycle (PLC) and negative perceptions about brand. This case can be used to address two issues: first, structural change drivers and trends that shaped the toy industry in developed economies and, second, how to develop effective marketing strategies for product with shorter PLC in highly product-driven market?

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Luque, Víctor J. "From Toys to Games: Overcoming the View of Natural Selection as a Filter." Kairos. Journal of Philosophy & Science 17, no. 1 (December 1, 2016): 1–24. http://dx.doi.org/10.1515/kjps-2016-0014.

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Duncan, Mary Katherine Waibel. "More Than Just Play: University-Based, Multiple Intelligences–Inspired Toy Library." Children and Libraries 18, no. 1 (March 12, 2020): 6. http://dx.doi.org/10.5860/cal.18.1.6.

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In an unpublished master’s thesis, Julia E. Moore described the history of toy libraries in the United States. According to Moore, the first known toy library appeared in Los Angeles in 1935 during the Great Depression to afford children free access to games and toys. Toy libraries became more widespread in the 1960s and 1970s as women increasingly entered the workforce, the number of preschools and daycare programs grew, and the Children’s Services Division (now ALSC) of the American Library Association supported the practice of loaning play materials. In the 1980s, lekoteks, or toy libraries that provide children with a disability access to specialized play materials and offer families professional advice about supporting their children’s development through play, were introduced to America. Today, supported by organizations such as the USA Toy Library Association (www.usatla.org), the National Lekotek Center (www.pgpedia.com/n/national-lekotek-center), and the International Toy Library Association (www.itla-toylibraries.org/home), thousands of toy libraries with widely varying missions exist worldwide.

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Максименко and Mariya Maksimenko. "Development of Communication Skills in a Classroom Setting for Children with Selective Mutism." Socio-Humanitarian Research and Technology 5, no. 4 (November 19, 2016): 110–14. http://dx.doi.org/10.12737/22506.

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This article examines the challenges of developing communication skills in children with selective mutism. Dr. Annie Simpson’s “brave talking” technique is discussed. This technique has been supplemented by a creative approach using toys and nonverbal active games. These techniques have been tested at Minerva Bilingual School in Gracias, Honduras. The findings are discussed in this article.

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Ko, Ya-Chuan, Chi-Hung Lo, and Yung-Chih Chang. "The Influence of Smartphone Games on Students’ Self-Concept." Applied Sciences 11, no. 16 (August 12, 2021): 7408. http://dx.doi.org/10.3390/app11167408.

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Children begin to understand the world from birth, gradually recognizing their existence. On interaction with their surrounding environments, they begin to recognize themselves and gradually develop self-concepts. With the advancement in technology, smartphones have become an indispensable daily necessity. The age at which a child handles a smartphone is gradually decreasing. Many traditional toys are increasingly being replaced by smartphone games, which have become an essential part of children’s lives. This study attempts to understand the impact of smartphone games on the development of children’s self-concept. Using the Piers-Harris Children’s Self-Concept Scale, a questionnaire survey was conducted among students of grades 3 and 4 in elementary school.

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Barredo, Alejandro, and Pablo Garaizar. "Flow Paths: A Standalone Tangible Board System to Create Educational Games." International Journal of Emerging Technologies in Learning (iJET) 10, no. 4 (September 22, 2015): 11. http://dx.doi.org/10.3991/ijet.v10i4.4640.

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Educational mobile apps are ubiquitous these days. Despite of their huge commercial success, parents and children realized that physical objects manipulation requires a different set of skills, often developed using traditional toys. A century ago, Montessori proposed a methodology that emphasizes the use of physical materials to facilitate self-learning of abstract concepts. Self-correcting Montessori's materials allow learners to improve autonomously in a structured environment. In the same vein, Flow Paths provides a standalone tangible board system to create educational games.

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Marwanti, Endah, Arya Dani Setyawan, and Shanta Rezkita. "IMPLEMENTASI PENANAMAN KARAKTER ANAK DALAM SYAIR LAGU DOLANAN ANAK “CUBLAK-CUBLAK SUWENG”." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 2, no. 2 (December 20, 2018): 251. http://dx.doi.org/10.30738/tc.v2i2.3073.

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The process of students’ character instillation was carried out in Masehi Temanggung elementary school to establish ethics, character and moral attitudes that can be used by the students as the role models in their environment. The characters that are intended to be established in Masehi Temanggung elementary school is the students’ character that is naturally established, in a sense that the change of the students’ behavior is due to their self-motivation based on what they do everyday; and not just merely due to the school obligation. The researchers employed qualitative approach method by observing thoroughly the students’ behavior occurred in the school setting. It is expected that the results from the direct observations will be able to portray the reality hidden in that situation. The evaluation method is used to analyze the information that is relevant to the students’ behavior at school and the next stage is classifying those data into two categories: first category is the students’ behavior that needs to be supervised and the second category is the students’ behavior that deserve the reward. In conclusion, making it as their habits can do the process of students’ character instillation. The students’ habits of good deeds are also carried out through games, for example by playing traditional games and toys (dolanan). There is a moral value implied in the traditional games and toys that is good to support the students’ character instillation.

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Melgar, María Fernanda, and Verónica Tuninetti. "Museos y vinculación intergeneracional. Estudio de valoraciones de una propuesta educativa / MUSEUMS AND INTERGENERATIONAL LINKAGE. ASSESSMENT STUDY OF AN EDUCATIONAL PROPOSAL." Revista del Museo de Antropología 10, no. 1 (June 30, 2017): 87. http://dx.doi.org/10.31048/1852.4826.v10.n1.15896.

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Los museos se presentan como espacios sociales, lugares donde relacionarse e interactuar con otros, espacios para la vinculación entre diferentes generaciones. Niños y adultos, intercambian sus ideas sobre los objetos, las historias y relatos que circulan. Los museos apelan a diferentes estrategias para convocar a las familias, una de ellas han sido los juegos y juguetes. Presentamos perspectivas teóricas sobre los museos y la vinculación intergeneracional, la niñez y vejez como construcciones sociales y los juegos y juguetes como oportunidades para la creatividad en los museos. Describimos un estudio sobre valoraciones de los participantes de una propuesta desarrollada en un museo de la ciudad de Río Cuarto denominada Espacios para el encuentro: juegos y juguetes en el museo. Destacamos como resultado las valoraciones positivas de los participantes, al considerar que la propuesta permite compartir una experiencia enriquecedora en términos sociales.Palabras Clave: museos; vinculación intergeneracional; creatividad; educación.Abstract Museums are presented as social spaces. Places to and interact with others, and to link different generations. Children and adults exchange their ideas about objects, the history, and about stories that are passed on. Museums resort to different strategies to convene families. One of the strategies has been games and toys. We present theoretical perspectives on museums and intergenerational linkage, childhood and old age as social constructions and games and toys as opportunities for creativity in museums. We describe a study on the evaluation of the participants of a proposal developed in a museum in the city of Río Cuarto called Spaces to meet: games and toys in the museum. As a result, we can highlight the positive responses of the participants, considering that the proposal allows for sharing an enriching experience in social terms.Keywords: museums; intergenerational linkage; creativity; education.

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Klyucheva, M. A. "Zoonyms in the names of the characters in Mari folk games." Bulletin of Ugric studies 10, no. 3 (2020): 462–71. http://dx.doi.org/10.30624/2220-4156-2020-10-3-462-471.

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Introduction: zoonyms occupy important place in the semiotic system of folklore. They encode basic mythological ideas and, at the same time, reflect economic activity of people traditionally associated with animals. The game vocabulary correlates with the general system of folklore and mythology. Zoonyms are used in games as the names of characters, game items and toys, movements, as well as they are widely represented in texts of chits, game sentences, dialogues, songs. Objective: to reveal zoonyms in the names of the characters in the Mari folk games, to systematize them according to their functions, thematic groups and etymology. Research materials: almost the full volume of texts with descriptions of the Mari folk games is taken from publications in Russia and other countries, from the hand-written Archive of the Mari Research Institute of Language, Literature and History, field records, the personal collection of the author. Results and novelty of the research: the article for the first time reveals a complete system of zoonyms in the names of the characters of the Mari games. Their functions in the game are revealed: most often, zoonyms are used in the games like catch-up, blind man etc. as the name of the catcher, his antagonists, as well as an offensive nickname for the losing player; they also indicate the similarity of the movements of the gamer and the animal; used in round dances and imitative improvisational games. Thematically, most of them are the names of mammals and birds, which Mari children most often met in everyday life and in native nature. There are almost no names of reptiles, amphibians, fish and insects. Etymologically, most of the reviewed zoononyms are Turkic borrowings in the Mari language, fewer of them are words of Finno-Ugric origin and borrowings from Russian; and these data indirectly indicate the genesis of specific animal images in the Mari game culture.

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Brons, Annette, Antoine de Schipper, Svetlana Mironcika, Huub Toussaint, Ben Schouten, Sander Bakkes, and Ben Kröse. "Assessing Children’s Fine Motor Skills With Sensor-Augmented Toys: Machine Learning Approach." Journal of Medical Internet Research 23, no. 4 (April 22, 2021): e24237. http://dx.doi.org/10.2196/24237.

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Background Approximately 5%-10% of elementary school children show delayed development of fine motor skills. To address these problems, detection is required. Current assessment tools are time-consuming, require a trained supervisor, and are not motivating for children. Sensor-augmented toys and machine learning have been presented as possible solutions to address this problem. Objective This study examines whether sensor-augmented toys can be used to assess children’s fine motor skills. The objectives were to (1) predict the outcome of the fine motor skill part of the Movement Assessment Battery for Children Second Edition (fine MABC-2) and (2) study the influence of the classification model, game, type of data, and level of difficulty of the game on the prediction. Methods Children in elementary school (n=95, age 7.8 [SD 0.7] years) performed the fine MABC-2 and played 2 games with a sensor-augmented toy called “Futuro Cube.” The game “roadrunner” focused on speed while the game “maze” focused on precision. Each game had several levels of difficulty. While playing, both sensor and game data were collected. Four supervised machine learning classifiers were trained with these data to predict the fine MABC-2 outcome: k-nearest neighbor (KNN), logistic regression (LR), decision tree (DT), and support vector machine (SVM). First, we compared the performances of the games and classifiers. Subsequently, we compared the levels of difficulty and types of data for the classifier and game that performed best on accuracy and F1 score. For all statistical tests, we used α=.05. Results The highest achieved mean accuracy (0.76) was achieved with the DT classifier that was trained on both sensor and game data obtained from playing the easiest and the hardest level of the roadrunner game. Significant differences in performance were found in the accuracy scores between data obtained from the roadrunner and maze games (DT, P=.03; KNN, P=.01; LR, P=.02; SVM, P=.04). No significant differences in performance were found in the accuracy scores between the best performing classifier and the other 3 classifiers for both the roadrunner game (DT vs KNN, P=.42; DT vs LR, P=.35; DT vs SVM, P=.08) and the maze game (DT vs KNN, P=.15; DT vs LR, P=.62; DT vs SVM, P=.26). The accuracy of only the best performing level of difficulty (combination of the easiest and hardest level) achieved with the DT classifier trained with sensor and game data obtained from the roadrunner game was significantly better than the combination of the easiest and middle level (P=.046). Conclusions The results of our study show that sensor-augmented toys can efficiently predict the fine MABC-2 scores for children in elementary school. Selecting the game type (focusing on speed or precision) and data type (sensor or game data) is more important for determining the performance than selecting the machine learning classifier or level of difficulty.

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Englard, Lisa. "Toying with Math." Teaching Children Mathematics 20, no. 4 (November 2013): 226–27. http://dx.doi.org/10.5951/teacchilmath.20.4.0226.

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A regular department of the journal that features collections of short activities focused on a monthly theme, Math by the Month articles aim for an inquiry or problem-solving orientation that includes at least four activities each for grade bands K—2, 3–4, and 5–6. This issue considers how children's toys and games offer many opportunities to count, compare numbers, look for patterns, explore the coordinate plane, and investigate fractions and ratios.

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Nicholson, Scott. "Playing in the Past: A History of Games, Toys, and Puzzles in North American Libraries." Library Quarterly 83, no. 4 (October 2013): 341–61. http://dx.doi.org/10.1086/671913.

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Dewan, Pauline. "More Than Child’s Play: The Scaffolding Role of Toys, Games, and Play in Children’s Literature." New Review of Children's Literature and Librarianship 25, no. 1-2 (July 3, 2019): 3–19. http://dx.doi.org/10.1080/13614541.2020.1774266.

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Nawrot-Borowska, Monika. "Zabawy dzieci ziemiańskich w drugiej połowie XIX i na początku wieku XX w świetle pamiętnikarstwa." Biuletyn Historii Wychowania, no. 29 (February 4, 2019): 43–72. http://dx.doi.org/10.14746/bhw.2013.29.4.

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Games of landowning children in the in the second half of XIXth and at the beginning of XXth century in the light of the memories.The aim of this article is to show the playground of children from landowning families during the second half of the nineteenth and the early twentieth century. An attempt was made to present the playgrounds of wealthy children, their characteristics, space, and also to determine the place and role of play in the lives of children of landowners. The types of games for children, both boys and girls have been presented. Also children’s toys were made the subject of research. The conclusions presented have been based entirely on the analyses of diaries, memoirs and biographies of the representatives of landowning class.

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Pratama, Ferdian Aditya, Riana Magdalena, Stefani Prima Dias, and Davin Jeremiah Alamsyah. "Serious Game Development for Color and Object Name Recognition in Early Childhood Education (Case Study: TKK Mitra)." SISFORMA 7, no. 1 (June 10, 2020): 14. http://dx.doi.org/10.24167/sisforma.v7i1.2620.

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The concept of playing and learning in the classroom has begun to change from playing using physical toys to playing using a computer such as games. The use of serious games as a learning media can help the improvement of dopamine hormones in human body, which is responsible for bringing pleasure and joy to our mind. When that hormone is triggered, the children will be easier to understand the information provided through the game. TKK Mitra has several problems, such as (1) The old computer with a low spec that they had, so it would be difficult for them to download or to install the new game. (2) The lack of games that can be used for teaching the children, so they often get bored quickly. The purpose of this research is to design an educational PC game. The result of this research is an education game for color and object recognition in English for early childhood education.

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Et. al., Laila Maharani. "The Effect of the Use of the Tradisonal Games "NyumputSarung, Sloppares and Ngakuk Wai" On The Improvement of Social Skills Students of Early Childhood Education in Bandar Lampung." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 5117–20. http://dx.doi.org/10.17762/turcomat.v12i3.2047.

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In addition to social content to reintroduce traditional culture, traditional toys can restore children's social skills. The formulation of the problem in this study is how much influence the games of 'nyumput sarong, throwing slippers and ngakukwai' in improving early childhood social skills in Bandar Lampung. This type of research is Pre-Experimental Designs (non-design) research, which is to determine the effect of a treatment in one group, because the research conducted is to determine the effect of traditional games on the development of social skills of early childhood aged 5-6 years. Based on the results of the Mann Whitney Test, it shows that the initial measurement (Pre-Test) and the final measurement (posttest), the value of p = .000 or p <0.05 is obtained, which means that Ha is accepted, which means that there is a significant difference in the level of social skills after ECE students are introduced to the three traditional games

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Pehlivan, Hülya. "The role of play on development and learningOyunun gelişim ve öğrenmedeki rolü." Journal of Human Sciences 13, no. 2 (August 5, 2016): 3280. http://dx.doi.org/10.14687/jhs.v13i2.3767.

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Games, which are as old as the history of the world, were played all over the world in all periods of history and in all cultures; and will be played in the future. A game which can be rule governed or free of rules, but in which children always participate voluntarily is a part of real life; and is the basis for physical, cognitive, social, linguistic, emotional and social development. Games are the mirrors reflecting the inner world of children, and they are the imaginary environments re-created by children so as to understand their emotions and enthusiasm, distress and relations. A game, which is defined as a field of experimenting in which children test and reinforce what they see, sets up ties with the past and forms a source for the future. Games are regarded as children’s most important pursuit, and they mean discovering, learning, creating and expressing oneself for children. All materials for playing which introduce regulation into children’s movements, which help them in their physical and psycho-social development, which develop their imagination are described as toys, and toys have important functions in children’s development and in the development of their learning and creativity. Designing playgrounds, which are the locations for effective learning for children, bring about significant responsibility. Therefore, this fact should be taken into consideration while choosing toys for chidren and while desgning playgrounds, and games should be employed in pre-school education in the light of scientific data. Özetİnsanlık tarihi kadar eski olan oyun, dünyanın her yerinde, her çağda ve her kültürde oynanmıştır ve oynanmaya da devam edecektir. Oyun, belli bir amaca yönelik olan veya olmayan, kurallı ya da kuralsız gerçekleştirilen fakat her durumda çocuğun isteyerek yer aldığı fiziksel, bilişsel, sosyal, dil, duygusal ve sosyal gelişiminin temeli olan gerçek hayatın bir parçasıdır. Oyun çocuğun iç dünyasının bir aynasıdır ve çocuğun duygu ve coşkularını, üzüntülerini, ilişkilerini anlamak için onların yeniden yarattıkları bir düş ortamıdır. Çocuğun gördüklerini sınadığı ve pekiştirdiği bir deney alanı olarak tanımlanan oyun geçmiş ile bağ kurmakta, gelecek için kaynak oluşturmaktadır. Çocuğun en önemli uğraşı olarak kabul gören oyun, çocuklar için keşfetme, öğrenme, yaratma, kendini ifade etme anlamına gelmektedir. Gelişim basamakları boyunca çocuğun hareketlerine düzen getiren zihinsel, bedensel ve psiko-sosyal gelişimlerinde yardımcı olan, hayal gücünü geliştiren tüm oyun malzemeleri de oyuncak olarak tanımlanır ve oyuncakların çocukların gelişim, öğrenme ve yaratıcılığın gelişmesinde önemli bir işlevi vardır. Çocuk için etkili bir öğrenme mekânı olan oyun alanlarının tasarımlanması önemli bir sorumluluğu beraberinde getirir. Bu nedenle, çocuklara oyuncak seçerken ve oyun alanları dizayn ederken bu durum göz önünde bulundurulmalı ve özellikle okul öncesi eğitimde de bilimsel veriler ışığında oyundan faydalanmalıdır.

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Sinker, Rebecca, Mike Phillips, and Victoria de Rijke. "Playing in the dark with online games for girls." Contemporary Issues in Early Childhood 18, no. 2 (June 2017): 162–78. http://dx.doi.org/10.1177/1463949117714079.

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Pregnant Rapunzel Emergency is part of a series of online free games aimed at young girls ( forhergames.com or babygirlgames.com ), where dozens of characters from fairy tales, children’s toys and media feature in recovery settings, such as ‘Barbie flu’. The range of games available to choose from includes not only dressing, varnishing nails or tidying messy rooms, but also rather more troubling options such as extreme makeovers, losing weight, or a plethora of baby showers, cravings, hospital pregnancy checks, births (including caesarean), postnatal ironing, washing and baby care. Taking the online game Pregnant Rapunzel Emergency as an exemplar of a current digital trend, the authors explore the workings of ‘dark digital play’ from a number of perspectives – one by each named author. The game selected has (what may appear to adults) several disturbing features in that the player is invited to treat wounds of the kind of harm that might usually be associated with domestic violence towards women.

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Hodgson, Jane. "Dictionary of Toys and Games in American Popular Culture2005162Frederick J. Augustyn. Dictionary of Toys and Games in American Popular Culture. New York, NY: Haworth Reference Press 2004. 140 pp., ISBN: 0 7890 1504 8 $14.95." Reference Reviews 19, no. 3 (April 2005): 43. http://dx.doi.org/10.1108/09504120510587841.

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Chen, Ming-Hsiu Mia. "How Biographies of Women in Science, Technology, and Medicine Influence Fifth Graders’ Attitudes Toward Gender Roles." SAGE Open 9, no. 4 (July 2019): 215824401989370. http://dx.doi.org/10.1177/2158244019893704.

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This research focuses on elementary pupils’ attitudes toward gender roles and the learning results from using two types of teaching materials, multimedia animation and a role-play transcript, based on the biographies of women in science, technology, and medicine. We selected two fifth-grade classes for the experiment, which was conducted during the students’ science period. The findings revealed that using the two teaching materials positively benefited elementary pupils’ attitudes toward gender roles, particularly in terms of games and toys.

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Studley, Thomas, Jon Drummond, Nathan Scott, and Keith Nesbitt. "Evaluating Digital Games for Competitive Music Composition." Organised Sound 25, no. 1 (March 4, 2020): 75–88. http://dx.doi.org/10.1017/s1355771819000487.

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Digital games are a fertile ground for exploring novel computer music applications. While the lineage of game-based compositional praxis long precedes the advent of digital computers, it flourishes now in a rich landscape of music-making apps, sound toys and playful installations that provide access to music creation through game-like interaction. Characterising these systems is the pervasive avoidance of a competitive game framework, reflecting an underlying assumption that notions of conflict and challenge are somewhat antithetical to musical creativity. As a result, the interplay between competitive gameplay and musical creativity is seldom explored. This article reports on a comparative user evaluation of two original games that frame interactive music composition as a human–computer competition. The games employ contrasting designs so that their juxtaposition can address the following research question: how are player perceptions of musical creativity shaped in competitive game environments? Significant differences were found in system usability, and also creativity and ownership of musical outcomes. The user study indicates that a high degree of musical control is widely preferred despite an apparent cost to general usability. It further reveals that players have diverse criteria for ‘games’ which can dramatically influence their perceptions of musical creativity, control and ownership. These findings offer new insights for the design of future game-based composition systems, and reflect more broadly on the complex relationship between musical creativity, games and competition.

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Crocetta, Tânia Brusque, Sandra Rogéria de Oliveira, Carla Maria de Liz, and Alexandro Andrade. "Virtual and augmented reality technologies in Human Performance: a review." Fisioterapia em Movimento 28, no. 4 (December 2015): 823–35. http://dx.doi.org/10.1590/0103-5150.028.004.ar01.

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Abstract Introduction : Today's society is influenced by Information and Communication Technologies. Toys that were once built by hand have been reinterpreted and have become highly commercialized products. In this context, games using Augmented Reality (AR) and Virtual Reality (VR) technologies are present in the everyday lives of children, youth and adults. Objective : To investigate how Physical Education professionals in Brazil have been making use of AR and VR games to benefit their work. Materials and methods : We only included studies that addressed exercise or physical activity using AR or VR games. We searched the databases of Virtual Health Library (VHL) and Scientific Electronic Library Online (SciELO), using the words augmented reality, virtual reality, exergames, Wii and serious games. Results : Nineteen articles were included in the systematic review. The most frequently used device was the Nintendo(r) Wii, with over 25 different kinds of games. With regard to the subjects of the studies, four studies were conducted with healthy individuals (mean = 65.7), three with patients with Parkinson's disease (mean = 18.0), three with elderly women (mean = 7.7) and two with patients with stroke injury (mean = 6.0). Conclusion : Many physical therapists and occupational therapists use serious games with AR or VR technologies as another work tool, especially for rehabilitation practices. The fact that these technologies are also used in Physical Education classes in Brazil indicates that electronic games are available and can be a tool that can contribute to the widespread adoption of exercise as an enjoyable form of recreation.

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Vaughter, Reesa M., Devyani Sadh, and Elizabeth Vozzola. "Sex Similarities And Differences In Types Of Play In Games And Sports." Psychology of Women Quarterly 18, no. 1 (March 1994): 85–104. http://dx.doi.org/10.1111/j.1471-6402.1994.tb00298.x.

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In two studies, 374 participants gave retrospective reports of their favorite games, toys, and hobbies (games) and of their favorite exercise and sports (sports) in elementary school, high school, and college. We tested Gilligan's (1982) expectation that more of males' play would be group activities played in public places, whereas more of females' games and sports would be home-based play in “intimate” dyads. Results showed that sex similarities and differences varied as a function of kind of play. For both sexes, games tended to be home-based and individual or dyadic play, however sports tended to be group, public-based play. Whereas team sports play was most frequent in childhood for both sexes and decreased in frequency from childhood into adulthood, the decrease in team, as compared to individual and dyadic, sports was significantly more dramatic for girls than for boys. The data indicated that whereas girls participate in a variety of types of play, boys' sports play is dominated by team activity across development. Thus, sex differences in the types of sports play provided the strongest support for Gilligan's hypothesis that socialization in team play may foster a reliance upon rights-based moral reasoning in boys.

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Journal articles on the topic 'Games and toys'

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